The Marshmallow Test

1. The Marshmallow Test “Who would ever guess that a brief observation of a four-year old alone with a marshmallow would be an excellent predictor of college entrance exam scores — twice as good a predictor as IQ test scores?” - Arnold Kling, CNBC News

2. Previous Research • The marshmallow test is an “impulse control” test. • Children are given a choice. They can: • Eat one marshmallow immediately OR • Wait a certain time period an receive two marshmallows • It tests the patience, logic, and impulse control of children. • The results are known to predict things about the children – such as SAT scores. • The chart to the side compares SAT scores of students who chose one marshmallow and those who chose two. (SAT scores are verbal + math)

3. Previous Research • This test was first conducted by Walter Mischel of Stanford University. • He created this simple test to determine the ability of small children to control impulses and delay gratification. • This test has since been recreated numerous times across the country – like our experiment now. • Similar conclusions have been drawn from the studies: the test scores correlate with the child’s ability to reason and think critically.

4. Previous Research • Sources: 1.) “The Politics of the Authoritarian Marshmallow Test” http://www.cnbc.com//id/39967670?utm_source=twitterfeed&utm_medium=twitter 2.) “The Marshmallow Test: Psychological Experiments in Self- Control” www.eatmedaily.com/2009/09/psychological-experiments-in-self-control-the-marshmallow-test/ 3.) Marshmallow experiment video www.worshiphousemedia.com/mini-movies/14675/The-Marshmallow-Test

5. Hypothesis • We have made our hypothesis based on our previous research. • Our previous research shows that the child who waits for the second marshmallow will have higher SAT scores. • We are replacing exam scores with those of a first grade math test. • These exam scores judge the level of logic and thinking skills the first grader has. • Our hypothesis is that if the children wait for two marshmallows, then they will have better test scores because they need logic and thinking skills to determine that waiting for a second marshmallow is more beneficial than not waiting and just having one.

6. Procedures/Methods • A student (around age 7) is placed in a room individually. • A single marshmallow is placed on a plate in front of them. • The instructor gives the student the option to either eat the single marshmallow immediately or to wait five minutes to eat two marshmallows. • The student gives their reply. • If they choose to eat the marshmallow immediately, they are returned to their class and results are recorded. • If they choose to wait five minutes for another marshmallow, their wait is recorded on camera (to make sure the student doesn’t eat the marshmallow) and their results (whether they actually ate it or not) are recorded. • The student who waits is rewarded with a second marshmallow. • The results of the experiment are compared with the student’s score on a standardized test.

7. Procedures/Methods • Our procedures and results are different than those exhibited in our previous research. • Other tests show results over a longitudinal period and give results later in the subject’s life. • Our experiment is different in the way that it offers immediate results. • Instead of waiting for SAT scores, we will replace them with a first grade math test.

8. Procedures/Methods • Video explaining the procedures of our experiment: www.worshiphousemedia.com/mini-movies/14675/The-Marshmallow-Test

9. Materials • A bag of Jumbo-sized marshmallows • A group of 15 first-graders (around age 7) • A flip-video camera • Writing/paper materials to record information • A school building with a room to place the child in alone • Additional materials: Parent consent forms to ask whether their child can or cannot be included in this experiment.

10. Facilities • We are using Ms. Whittingslow’s reading class at Oglethorpe elementary • We have been granted permission from the school authorities to enter the school and perform this experiment • Our last experiment was done with Ms. Whittingslow’s math class. The students are different in this experiment.

11. Subjects • Our subjects are a first grade class of 15 students, 8 girls and 7 boys (Between the ages of 6 and 7). • They are a class that is below level for academics.

12. Data • The following movie consists of clips of some of our subjects during the experiment. (Click to play)

13. Data Continued • The test we used was the following:

14. Results

15. Results Continued

16. Analysis Amount of Students On the test, 8 students scored 100% and 4 students scored 90%. These 12 students all waited for the second marshmallow. The 3 students who scored 70% or lower, did not wait for the second marshmallow.

17. Conclusion • 80% (12/15) of the class waited for the second marshmallow. • This same group of subjects all had test scores with 90% or higher. • 20% (3/15) of the class did not wait for the second marshmallow. • This same group of subjects scored 70% or lower on the test. • Our hypothesis was correct. • Like our research predicted, students who make higher test scores are more likely to make the logical decision to wait for a second marshmallow. • We predict that the students who waited for the second marshmallow will continue to score higher on exams than their classmates who chose one marshmallow.

18. To better our experiment… • Our research demonstrates an extended experiment. It tracks test scores throughout the subject’s education. • We could not do this, because our experiment was done inside of a certain time limit. • Our experiment is just a sample of the larger experiments previously done. Therefore, the results may have varied.

19. Sara Morrison Sarah Whittingslow Kate Faulk